The UK’s classrooms are wonderfully linguistically diverse, with over one in five school children using English as an additional language (EAL). In fact, the number of students with EAL has more than tripled since 1997, according to the Bell Foundation, making the multilingual classroom the norm rather than the exception.
Children certainly benefit from learning in a multilingual setting, where they are exposed to a rich variety of language and a deep appreciation of different cultures.
However, the Bell Foundation research also shows that a student’s English language proficiency affects their educational attainment, so it’s important to be able to support students in developing the language skills they need to access the curriculum.
The challenge isn’t just about vocabulary; it’s about giving children the tools to confidently engage and ask questions, such as, ‘Which book do I need?’, or follow instructions like, ‘Set a stopwatch.’ It’s also a question of creating inclusive environments so students with EAL feel a sense of belonging at school.
Each multilingual child brings a different set of experiences to the classroom, and these can have a profound impact on how a child learns and interacts with others. To help teachers support children with a wide range of linguistic abilities and experiences, my colleagues and I developed some practical approaches for the multilingual classroom.
- Create an environment where everyone feels included
When a student with EAL starts at a new school, some aspects of school life can seem confusing, particularly if they differ from the child’s previous setting.
A younger child might be unsure about when they will play outside or listen to a story. For an older student, school can be equally confusing. Navigating a packed timetable of subjects in an unfamiliar language, and finding the right classroom can be a daunting challenge.
To make it easier for children to understand the routines of the day, we recommend a dual coding approach based on the theory developed by Allan Paivio, which combines words and visuals to help children process information. For younger children, we create now/next boards which represent activities as simple illustrations, such as Widgit Symbols.
Children can see instantly that now is outdoor play, and next is story time.
This method also works well for older students in the form of a visual timetable of school subjects, with symbols for subjects like history or maths appearing alongside the written work. Visual timetables help students navigate their day more easily.
It’s also a good idea to use symbols consistently throughout the school, to label areas, objects and equipment, so a child knows where to look for exercise books, footballs or paintbrushes.
- Provide students with linguistic tools for learning
When children feel comfortable in their environment, they are better prepared to learn. This is important, because students with EAL have the added challenge of differentiating between everyday spoken English and the more academic form of the language which they need to access the curriculum.
According to Steve Strand OBE, Professor of Education at the University of Oxford, it takes children who are new to English at least six years to become proficient in academic English.
Anything teachers can do to lighten the additional cognitive load is welcomed.
One way we help children with EAL to get the most from a lesson is by vocabulary pre-teaching. When we introduce key terms before the main lesson – words like ‘pollination,’ in science, or ‘chronological’ in history – we prepare students to understand those concepts in a learning context.
Schools are increasingly encouraging children with EAL to use their first language to support their learning. Translanguaging is an approach where children translate to and from their first language to deepen their understanding of a subject by making connections through language.
Movement can also help reinforce vocabulary, and can be adapted into activities which work well for younger children, as Orlaith O’Carroll, Inclusion Teacher at Charter Schools UAE explains.
‘If children are able to link a word with an action, they are more likely to remember that word. I have been teaching children some key classroom vocabulary, such as pencil and whiteboard, using Total Physical Response (TPR). TPR connects a word with an action, for example a teacher writing on a whiteboard or a child using a pencil. The student can help to create the actions themselves, and this serves as a powerful memory aid for them.’
- Build children’s confidence as speakers of English
When a multilingual child is able to join in with activities and make friendships, their confidence grows, and this supports a child’s learning too.
One way to get children communicating naturally is by introducing games which involve sharing information. Younger children enjoy an exercise where they have to describe objects to each other to complete a task, for example, asking a partner for a certain colour or shape of a Lego piece so they can build a model.
When children are tasked with creating a story in a group, it can inspire them to be creative and suggest ideas, particularly when introducing a visual prompt such as a favourite book, a musical instrument, or a symbol of an animal or sport.
Strategic pairing makes a big difference too. Sometimes students benefit from working with strong English speakers who can model effective communication. If a learner with EAL is hesitant about joining in with classroom discussions, or answering a teacher’s question, it can be reassuring to practise what they are going to say with a partner first.
Similarly, buddying a student with peers who share their first language allows the children to have richer discussions about more nuanced ideas and emotions.
These strategies celebrate linguistic diversity in the classroom while supporting children’s language acquisition. In the multilingual classroom, everyone can be empowered to reach their full potential.
Laura Spargo is an education consultant, primary English curriculum specialist and former Head of Primary English at Kings’ School Al Barsha, Dubai. Laura is also a contributor to the recently published report Unlock Understanding for Children with EAL, available here: https://www.widgit.com/about-symbols/booklets/eal-guide.pdf
